Research On Comprehensive Questions Of The Jiangsu Matriculation Geography Test From 2004 To 2014

Comprehensive questions constitute an important part of the matriculation geography test and their quality will exert direct effect on their validity and reliability of the whole geography test. High-quality geography comprehensive questions can accurately measure students’ learning level and reflect its functions of discrimination and selection. From 2004 to 2014, Jiangsu province has run its own matriculation geography test for 11 years so that it has given its comprehensive questions a probe and accumulated certain experience. The paper will proceed with the 11-year comprehensive questions of the Jiangsu matriculation geography test, conclude their characteristics and summarize the major problems so as to draw enlightenment.The paper firstly gives a brief analysis of the background and significance of research on comprehensive questions of the Jiangsu matriculation geography test, outlines the research situations and achievements at home and abroad, states research purpose and content, expounds its ideas and methods and defines core concepts. And then it puts particular emphasis on sorting out and analyzing the 11-year comprehensive questions of the matriculation geography test from two aspects: the first one is to sort out and analyze the structures and presentation forms of exam papers, and we find out that their main changes are the increasing number of total questions with the stable number of quantity completed and the slight lower score ratio as well as an increasing number of presentation forms and information amount; the other one is to sort out and analyze the sections of nature, humanity and regions in the geography test, and its changes are that the score percentage of the nature section declines dramatically, the humanity section rises and regions remains stable, and contents in the three sections all undergo changes that they do not simply check knowledge but emphasize geography copositive ability and accomplishments. On this basis, the features of inductive propositions are to highlight its backbone knowledge and ability, pay attention to formation of geography conception and pursue local features; conclusive propositions have three problems: repeat usage of proposition materials, association of proposition questions and implication of proposition answers. Then, the paper comes to enlightenments from two levels: the first one is for propositions themselves to multi changes of proposition materials, multi angles of questions and multi levels of answers; the other one is for high school geography teaching to focus on core knowledge to solidify basic skills, the process and methods to improve subject ability and differentiating instruction to strengthen geography concepts. In the end, the paper will make conclusion, briefly state its shortcomings and put forward father questions.